Grades K-5, approximately 350 kids in 15 classroomsBe Caring, Be Respectful, Be Honest, Be Responsible and Do Your Best Mission Statement:
The mission of the West Kingston Elementary School community is to continue to create an outstanding educational environment that integrates continuous improvement and enhancement of our programs for the success of our students, staff and families. Further, it is our vision to continue to create a safe, caring, supportive and respectful environment, where all students become responsible, life-long learners and contribute positively to our global society.
West Kingston Elementary School is a medium sized school located in West Kingston. It is one of four elementary schools located in the South Kingstown district. There are approximately 350 students in 15 classrooms ranging from kindergarten to fifth grade with approximately 23 students for one teacher in each classroom. This makes for a stable and successful classroom. The dedicated and experienced teachers are able to focus on the kids individually and as a whole. Although the school is under the supervision of a new principal, Kim Mather, the students, teachers, and school community has not failed to excel. West Kingston is one of two Title One schools in the South Kingstown district. It is also the ESL school for the South Kingstown district, helping not only the kids but the community as well to learn about cultures beyond our immediate border. West Kingston Elementary is extremely active in bully prevention through the program, S.A.F.E. This stands for Safe And Fair Everywhere. This program involves the parents, teachers, teachers aids, students, support staff, administrators, and community in the fight against bullying. Conveniently, West Kingston is located just about forty minutes away from Providence and thirty minutes away from Newport. Being so close to these locations makes it easy to organize class trips for the students. Through this context statement, I hope to inform and educate the community of South Kingstown about one of the few elementary schools in their district.
Community Background
South Kingstown is a relatively affluent community. Rhode Island has a $42,090 average household income, South Kingstown has a $51,425 average household income. I also found that Rhode island has a average family income of $52,781, South Kingstown has an average family income of $62,363. Similarly, while Rhode Island has a per capita income of $21,688, South Kingstown's is $27,041. In each of these categories, South Kingstown seems to have significantly higher incomes than Rhode Island. This shows that the people of South Kingstown are financially well off. South Kingstown has a surprisingly diverse population. The majority of the population is white(74.5%). The next highest population is Hispanic. South Kingstown's population has 15.1% Hispanic's while Rhode Island has 12.4%. Black/African Americans have the third highest percent. South Kingstown has 12.4% and Rhode Island has 5.7%. Then comes Asian's with a 4.4% in South Kingstown and a 2.9% in Rhode Island and only .8% of American Indian or Alaska Native in South Kingstown and 1.4% in Rhode Island. The majority of these percents show that South Kingstown is much more diverse than the rest of Rhode Island.
South Kingstown
Rhode Island
Child Population
6,848
247,822
Median household income
51,425
42,090
Median family income
62,363
52,781
Per capita income
27,041
21,688
South Kingstown
Rhode Island
White
74.5%
81.4%
Black/African American
12.4%
5.7%
Asian
4.4%
2.9%
Hispanic
15.1%
12.4%
American Indian or Alaska native
.8%
1.4%
The child population in South Kingstown is 6,848 out of the 247,822 children in Rhode Island. The amount of children living in single-parent families is surprisingly high. Rhode island has a 30% of children in a single-parent family while South Kingstown has 20% in single parent families. Similarly, there are 9.7% of children living in families below the federal poverty threshold in South Kingstown while there are 16.9% in Rhode Island. Hopefully these percents will decrease due to the 95% attendance rate in the South Kingstown district.
District Summary
The New England Common Assessment Program (NECAP) is a test administered annually to children in Rhode Island schools that receive public education funding. It tests students math, reading, writing, and science skills according to their grades. Third graders are tested in math and reading, fourth graders are tested in math and reading as well as science, and fifth graders are tested in writing. South Kingston Elementary School scored quite proficiently compared to the state as a whole. The third graders in South Kingstown scored on average 85% on the math section of the NECAP while Rhode Island scored 62%. The fourth grade science scores are extremely higher in South Kingstown compared to the state. South Kingstown's average is 71% while the state average is 44%. Similarly, the fourth graders math scores were also high. South Kingstown's average is 80% while Rhode Island's average is 63%. My data also shows that 80% of the fourth graders in South Kingstown are at or above the reading proficiency level while 69% of all students in Rhode Island are at or above the reading proficiency level. These scores show a high academic performance for the third and fourth grade students. Fifth graders also scored high on the NECAP's . On the fifth grade reading, South Kingstown has an average of 79% and the state average is 73%. Perhaps the students at South Kingstown scored so well on these standardized tests because of the student to teacher ratio 1:10 ratio compared to the sates 1:11 student to teacher ratio. Also the state has 3% of not highly qualified teachers and South Kingstown has 1%. Good teachers and a good student to teacher ratio is extremely important in education. These students are getting full academic attention that is required to excel in school. The student eligibility for subsidized lunch indicates the percentage of students from families whose income falls below federal guidelines and are therefore eligible for free or reduced-price school lunch. According to my research, only 18% of the students at South Kingston Elementary School need subsidized lunches while 43% of Rhode Island need subsidized lunches. This shows that most students come from families who make a good income.
School Analysis
When comparing South Kingstown Elementary School to Barrington Elementary School, a highly proficient school, I found that South Kingstown's NECAP scores were just as high if not higher compared to Barrington's scores. Barrington Elementary School scored 83% on the third grade math assessment while South Kingstown Elementary School scored 86%. On the reading assessment for third graders Barrington scored 89% and South Kingstown scored 92%. The fourth graders scored a 82% while the students in Barrington Elementary School scored an 83%. On the reading assessment South Kingstown Elementary School scored 94% while Barrington Elementary School scored 90%. These scores that South Kingstown Elementary School is just as, if not more academically proficient as the top elementary school in the district, Barrington Elementary School. These high scores may have to do with the fact that while Barrington Elementary School has a teacher to student ratio of 1:12, South Kingstown has a teacher to student ratio of 1:10. Emergency certifications are individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools. Although Barrington has 0% of teachers with emergency certifications and South Kingstown has 1%, South Kingstown's scores are still shown to be higher than Barrington's. Although South Kingstown is a fairly wealthy district, Barrington is wealthier. While South Kingstown Elementary School has 17% of students who are eligible for subsidized lunches, Barrington only had 4% of students eligible for subsidized lunches.
Conclusion
Based on the information in this context statement, South Kingstown Elementary School is an overall great school to send your children to. The dedicated teachers concentrate on making sure their students perform to their highest potential. Even though they do have 1% of teachers with an emergency certificate to teach, they are focused providing a friendly and nurturing environment for their students as well guiding them to becoming life long learners. As research shows, they have done that and more. Not only have their students excelled in the NECAP testing, they are also extremely focused on furthering their education. South Kingstown Elementary School provides a quality educational experience.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction: Intro is very well done and provides an overview of the analysis. Explains the school's programs very well and informs me.
Organization = 5/5
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization: Very well organized with good graphs.
Mechanics = 5/5
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization: All sources are cited well in the Reference section.
Conclusion = 5/5
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion: Good analysis. Explains why it should be important to your reader including analysis about the school, district, and community.
Creativity = 5/5
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation: Wrote each report very nicely.
Thoroughness = 10/10
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Rubric Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Stephanie Raphael
Introduction
West Kingston Elementary School
3119 Ministerial Road
West Kingston, RI 02892
401-360-1130Grades K-5, approximately 350 kids in 15 classroomsBe Caring, Be Respectful, Be Honest, Be Responsible and Do Your Best
Mission Statement:
Community Background
South Kingstown is a relatively affluent community. Rhode Island has a $42,090 average household income, South Kingstown has a $51,425 average household income. I also found that Rhode island has a average family income of $52,781, South Kingstown has an average family income of $62,363. Similarly, while Rhode Island has a per capita income of $21,688, South Kingstown's is $27,041. In each of these categories, South Kingstown seems to have significantly higher incomes than Rhode Island. This shows that the people of South Kingstown are financially well off. South Kingstown has a surprisingly diverse population. The majority of the population is white(74.5%). The next highest population is Hispanic. South Kingstown's population has 15.1% Hispanic's while Rhode Island has 12.4%. Black/African Americans have the third highest percent. South Kingstown has 12.4% and Rhode Island has 5.7%. Then comes Asian's with a 4.4% in South Kingstown and a 2.9% in Rhode Island and only .8% of American Indian or Alaska Native in South Kingstown and 1.4% in Rhode Island. The majority of these percents show that South Kingstown is much more diverse than the rest of Rhode Island.District Summary
The New England Common Assessment Program (NECAP) is a test administered annually to children in Rhode Island schools that receive public education funding. It tests students math, reading, writing, and science skills according to their grades. Third graders are tested in math and reading, fourth graders are tested in math and reading as well as science, and fifth graders are tested in writing. South Kingston Elementary School scored quite proficiently compared to the state as a whole. The third graders in South Kingstown scored on average 85% on the math section of the NECAP while Rhode Island scored 62%. The fourth grade science scores are extremely higher in South Kingstown compared to the state. South Kingstown's average is 71% while the state average is 44%. Similarly, the fourth graders math scores were also high. South Kingstown's average is 80% while Rhode Island's average is 63%. My data also shows that 80% of the fourth graders in South Kingstown are at or above the reading proficiency level while 69% of all students in Rhode Island are at or above the reading proficiency level. These scores show a high academic performance for the third and fourth grade students. Fifth graders also scored high on the NECAP's . On the fifth grade reading, South Kingstown has an average of 79% and the state average is 73%. Perhaps the students at South Kingstown scored so well on these standardized tests because of the student to teacher ratio 1:10 ratio compared to the sates 1:11 student to teacher ratio. Also the state has 3% of not highly qualified teachers and South Kingstown has 1%. Good teachers and a good student to teacher ratio is extremely important in education. These students are getting full academic attention that is required to excel in school. The student eligibility for subsidized lunch indicates the percentage of students from families whose income falls below federal guidelines and are therefore eligible for free or reduced-price school lunch. According to my research, only 18% of the students at South Kingston Elementary School need subsidized lunches while 43% of Rhode Island need subsidized lunches. This shows that most students come from families who make a good income.School Analysis
When comparing South Kingstown Elementary School to Barrington Elementary School, a highly proficient school, I found that South Kingstown's NECAP scores were just as high if not higher compared to Barrington's scores. Barrington Elementary School scored 83% on the third grade math assessment while South Kingstown Elementary School scored 86%. On the reading assessment for third graders Barrington scored 89% and South Kingstown scored 92%. The fourth graders scored a 82% while the students in Barrington Elementary School scored an 83%. On the reading assessment South Kingstown Elementary School scored 94% while Barrington Elementary School scored 90%. These scores that South Kingstown Elementary School is just as, if not more academically proficient as the top elementary school in the district, Barrington Elementary School. These high scores may have to do with the fact that while Barrington Elementary School has a teacher to student ratio of 1:12, South Kingstown has a teacher to student ratio of 1:10. Emergency certifications are individuals who do not qualify for full state certification may be granted an emergency certificate to teach in the public schools, upon written request of the Superintendent of Schools. Although Barrington has 0% of teachers with emergency certifications and South Kingstown has 1%, South Kingstown's scores are still shown to be higher than Barrington's. Although South Kingstown is a fairly wealthy district, Barrington is wealthier. While South Kingstown Elementary School has 17% of students who are eligible for subsidized lunches, Barrington only had 4% of students eligible for subsidized lunches.Conclusion
Based on the information in this context statement, South Kingstown Elementary School is an overall great school to send your children to. The dedicated teachers concentrate on making sure their students perform to their highest potential. Even though they do have 1% of teachers with an emergency certificate to teach, they are focused providing a friendly and nurturing environment for their students as well guiding them to becoming life long learners. As research shows, they have done that and more. Not only have their students excelled in the NECAP testing, they are also extremely focused on furthering their education. South Kingstown Elementary School provides a quality educational experience.References
U.S. Census Bureau Fact Sheet. (2005-2009). Retrieved from http://factfinder.census.govRI Kids Count: Indicators of Child Well-Being, Profile of Providence, RI. (2010). Retrieved from http://www.rikidscount.org/matriarch/documents/Providence_2010.pdf
Infoworks Live: Classical High School. (2009-2010). Retrieved from http://infoworks.ride.ri.gov/school/classical-high-school
West Kingston Elementary School Home Page: Welcome to West Kingston Elementary School! (2010). Retrieved from http://wk.skschools.net/
School Digger (2010). Retrieved from http://www.schooldigger.com/go/RI/schools/0102000270/school.aspx
Introduction = 5/5
Organization = 5/5
Mechanics = 5/5
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = 5/5
Creativity = 5/5
Thoroughness = 10/10
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.